Establishing Positive Relationships

Think of a teacher with whom you had a very strong relationship.

Compose a tweet of 140 characters or less telling them how they impacted your life.

Compose a Tweet

“When I have asked students what makes a teacher ‘special’ or worthy of respect, the students consistently cite three characteristics: firmness, compassion, and an interesting, engaging, and challenging teaching style.” Noguera, 1995

Participants will: Identify benefits of positive

relationships on the educational process

Identify barriers to positive relationships

Identify tools to build relationships with students.

Learning Goals

Patrick Briggs- Relational Capacity

Video

For some students, displaying concern for them outside of school is a significant factor influencing motivation and achievement (Jones & Jones, 2007)

Positive Relationships with teachers appear to be a factor that prevents high-risk students from being retained or referred for special education. (Pianta, Steinberg, & Rollins, 1995)

Positive relationships are the foundation of effective classroom management. (Marzan, Marzano, & Pickering, 2003)

Why Are Relationships Important?

Let’s Brainstorm!

What are Barriers to Positive Relationships?

Cultural differences or Underlying Biases

Responding more favorably to students perceived as high achievers

Families’ disconnection to the school community

Communication differences

Barriers Continued…

Intentional Unintentional

Unintentional

Teacher Behaviors

Disinviting

Inviting

Intentional

Inviting School Success, Purkey & Novak, 1984

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Behaviors or comments intended to be degrading or derogatory

Intentionally Disinviting

Behaviors or comments that may cause unintentional strains on a student/teacher relationship

Unintentionally Disinviting

Behaviors and comments that are inherently positive.

Unintentionally Inviting

Behaviors and comments targeted to let students know that they are valued

Intentionally Inviting

Getting to know students and expressing interest

Maintaining a high Rate of Positive to Negative Statements

Communicating High Expectations to ALL students

Giving Specific, Descriptive Feedback

8 Methods of Communicating Care and Support

Listening to Students

Using culturally Sensitive Communication

Responding Effectively to Inappropriate Behavior

Sharing Responsibility With Students

8 Methods Continued

Pass the Ball

“They may forget what you said, but they will never forget how you made them feel.” C. Buchner

For Further Information please visit: www.childstudysystem.com

Your CSSF is available to provide this module and an array of additional training.